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Physics [clear]
Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
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EJ Zita
|
Program | SO–SRSophomore–Senior | 16 | 16 | Evening | S 16Spring | Our goal in this program is to learn beginning to intermediate astronomy through lectures, discussions, interactive workshops, and observation using the naked eye, binoculars, and telescopes. We will learn about the evolution and structure of our universe and its celestial bodies. Students will build and take home astronomical tools such as spectrometers and position finders. Students will also research a topic of interest via observations and reading and share their research with classmates.In our seminars, we will discuss the idea of cosmologies: how people across cultures and throughout history have understood, modeled, and ordered the universe they perceived. We will study creation stories and worldviews, from those of ancient peoples to modern astrophysicists. Students will meet in small teams for pre-seminar discussion and write essays and responses to the readings.Students taking this program must be willing to work in teams and use computers for online assignments. They are invited to help organize an observation field trip to regions with clear skies. | EJ Zita | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
Rebecca Sunderman, Clyde Barlow, Krishna Chowdary and Neil Switz
Signature Required:
Winter Spring
|
Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | S 16Spring | This is a year-long, upper-division science program in physical chemistry. In this program we will go from introductory chemistry concepts of the shapes of atomic and molecular orbitals, and explore how these shapes are known mathematically and measured experimentally. Similarly, we will move from stating that some materials are conductors to examining the solid-state structural characteristics that indicate a material is a potential conductor or semiconductor. This program is devoted to exploring the "But why?" of physical chemistry by examining topics in thermodynamics, quantum mechanics, kinetics, advanced inorganic chemistry, and materials chemistry. During Winter and Spring quarters statistical mechanics – the discipline that most unites physics and chemistry – will enable us to derive from first principles such “chemistry” topics as the law of mass action, the ideal gas law, the heat capacity of solids, and the Gibbs free energy, and such “physics” topics as the behavior of semiconductors, the Planck blackbody law, Bose-Einstein condensation, and the Chandrasekhar limit for stellar collapse. Many of the topics in this program require a strong mathematical foundation and comfort with application of calculus. Elements of upper-division linear algebra, differential equations, and probability will be taught in conjunction with the chemistry and physics content of this program.The program will encompass lectures, workshops, labs, group projects, seminars, homework, essays, field trips, and community interaction events. Primary topics of study will include: thermodynamics (enthalpy, entropy, Maxwell relations), statistical mechanics (equipartition, the Boltzmann factor, chemical potential, Bose and Fermi statistics), quantum mechanics (Schrodinger equation, atomic and molecular energy levels, electronic structure of atoms and molecules, spectroscopy), kinetics (unimolecular and biomolecular kinetics, reaction spontaneity, current kinetic theories), and properties of materials (phase diagrams, solid-state structure, bonding theories, applications of symmetry and point groups, electronic and magnetic properties of materials), as well as the chemistry of transition metal complexes and materials synthesis. Each quarter will involve significant advanced laboratory work focusing on instrumentation, experimental design and research, and structured experimentation. Additional focus on scientific writing, scientific ethics, and societal issues connected to science will be incorporated throughout the year. | Rebecca Sunderman Clyde Barlow Krishna Chowdary Neil Switz | Mon Mon Tue Tue Wed Thu Fri | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||
Sara Rose
|
Course | FR–SRFreshmen–Senior | 6 | 06 | Day | Su 16 Session I Summer | College Physics I covers the first half of a year-long algebra-based College Physics curriculum, with the second half covered in College Physics II, offered second Summer session.College Physics I will cover Measurement, Vectors, Kinematics, 2D-motion, Force, Work, Energy, Momentum, Circular motion, Statics, Solids and Fluids, Temperature, Heat, Thermodynamics, and Relativity.College Physics II will cover Vibrations and Waves, Sound, Electric Charge and Fields, Electric Potential and Energy, Current and Resistance, DC Circuits, Magnetism, Induction, AC circuits, Light, Optics, and Quantum Physics.Both courses will include much hands-on exploration and lab work, and both solo and group activities.Students may take the first session only, second session only, or both sessions. | Sara Rose | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
EJ Zita
|
Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | This interdisciplinary program will study how energy is harvested and transformed, used or abused by humans. We will explore interactions between natural systems and human systems to understand global changes currently affecting the Earth system. What is the evidence for, what are the consequences of, and what can be done about global warming? How can we find our personal roles in addressing the challenges facing Earth and its inhabitants?We will study solutions ranging from renewable energy to sustainable farming and (insert your idea here). Our approach is based in natural science, with an emphasis on critical thinking. This challenging and rewarding two-quarter program will include lectures and workshops by faculty and guest lecturers; seminars on books and articles; inquiry-based writing and peer feedback; qualitative and quantitative reasoning and problem solving; and hands-on research projects in spring, to engage our inquiry and learning together.In fall, our work will include research planning for students interested in more advanced studies in spring. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to participating in face-to-face seminars. Small teams will meet at least twice weekly to discuss readings and prepare for class together. Students will make presentations in class on current topics of interest, and teams will facilitate discussions. No mathematical or technical design texts or prerequisites are required in winter quarter.Our efforts in winter will include more challenging quantitative work, including research projects. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to face-to-face seminars. Students will build on quantitative problem solving begun together in the classroom. Small teams of your choice will meet weekly to discuss readings and prepare for class together. Students will do research projects, make presentations in class and at regional meetings, and write research reports. Research projects typically range from greenhouse gas reduction projects to sustainable energy, agriculture, building, or urban planning. | EJ Zita | Tue Thu Fri | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
Jennifer Martinez, Sara Rose and Lydia McKinstry
Signature Required:
Winter Spring
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | S 16Spring | This introductory-level program is designed for students who are prepared to take their first year of college-level science using an interdisciplinary framework. This program offers an integrated study of biology, chemistry, and physics that serves as an introduction to the concepts, theories, and structures which underlie the natural sciences. The goal is to equip students with the conceptual, methodological, and quantitative tools they need to ask and answer questions in a variety of disciplines using the models and tools of chemistry, physics and biology. Students will also gain a strong appreciation of the interconnectedness of physical, biological and chemical systems, and an ability to apply this knowledge to complex problems.Program activities will include lectures and small-group problem-solving workshops, where conceptual and technical skills will be developed. There will be a significant laboratory component: students can expect to spend at least a full day in lab each week, maintain laboratory notebooks, write formal laboratory reports, and give formal presentations of their work. Biology laboratories in this program will include participation in the SEA-PHAGE program coordinated by the Howard Hughes Medical Institute and the use of bioinformatics tools on a bacteriophage genome. We will make extensive use of quantitative applications in all program activities.All laboratory work and approximately one-half of the non-lecture time will be spent working in collaborative problem-solving groups. It will be a rigorous program, requiring a serious commitment of time and effort. Overall, we expect students to end the program in the spring with a solid working knowledge of scientific and quantitative concepts and the ability to reason critically and solve problems.Students completing this program will have covered material equivalent to one year of general biology with laboratory, one year of general chemistry with laboratory, and two quarters of algebra-based physics with laboratory. Successful students will be prepared to pursue upper-division work in chemistry, biology, and environmental science. | Jennifer Martinez Sara Rose Lydia McKinstry | Mon Mon Tue Tue Wed Wed Thu Thu Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||
Krishna Chowdary, Neil Switz and Riley Rex
Signature Required:
Winter Spring
|
Program | FR–SRFreshmen–Senior | 12, 16 | 12 16 | Day | F 15 Fall | W 16Winter | S 16Spring | This introductory program integrates first-year university calculus and physics with topics from chemistry and relevant areas of history and scientific literature to explore how scientists make sense of, and intervene in, the natural and human-created worlds. Careful observation of the natural world reveals an underlying order, which scientists try to understand and explain through model building and experimentation. Physical scientists seek to reveal the fundamental nature of matter, its composition, and its interactions; such understanding forms the essential background for our modern technological society. This program lays the foundation for developing this understanding. Students will be supported in developing a firm background in college-level science, becoming prepared for further work in the mathematical and physical sciences.The program will have a significant laboratory component. Workshops and seminar discussions will also allow for collaborative work on math, chemistry, and physics problems as well as an opportunity to explore connections between history, theory, and practice. The program is intended for students with solid high-school level backgrounds in science and mathematics; in particular, a good grasp of precalculus (including algebra and trigonometry) will be assumed. Equally important for success, however, will be a commitment to working hard and effectively in groups.The work will be intensive and challenging but also exciting; students should expect to spend at least 50 hours per week engaged with material during and outside of class. The program will include readings, lectures, labs, workshops, seminars, projects, frequent homework sets, quizzes, and exams; students will have the opportunity to demonstrate the knowledge they have gained in each of these settings. Students in this year-long program will also have the opportunity to work with three different physical scientists (two physicists and a chemist) via a shift in the faculty team and program style between fall and winter/spring quarters. Students who successfully complete all three quarters of the program will have covered material equivalent to a year of calculus and calculus-based physics with lab along with some related chemistry topics, and will be prepared for further introductory work in chemistry as well as upper-division work in mathematics and physics. | Krishna Chowdary Neil Switz Riley Rex | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||
Allen Olson
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 15 Fall | W 16Winter | S 16Spring | Allen Olson | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||
Krishna Chowdary and Lalita Calabria
|
Program | FR–SOFreshmen–Sophomore | 16 | 16 | Day | S 16Spring | How do plants move? Growing from tiny seeds to giant trees, turning to face the sun, slowly reorienting in response to gravity, and rapidly ejecting spores, plants have developed diverse mechanisms for adjusting their bodies in physical space and in response to their environments. This program will explore the fascinating intersection of physics and botany by focusing on plants in motion. We will study plants in the lab and in the field to learn how the laws of physics constrain and enable their form and function and particularly their growth and motion. Topics will include plant growth and reproduction, tropism, transport, and conversion of energy from sunlight to sugar. Labs will involve both observation and experimentation, including the study of plant anatomy, photosynthesis, and water and nutrient transport.We welcome students new to studying college level science, and will pay particular attention to developing foundational skills in quantitative and scientific reasoning. We will work to create a supportive learning community and to improve scientific literacy through interactive lectures, seminars, workshops, labs, and field trips. Regular assignments and assessments will include readings, homework sets, short papers, lab notebooks, and exams. Students will complete a quarter long group research project related to plant physics that will culminate in a popular science and/or science education demonstration at Evergreen’s Spring 2016 Science Carnival.Students who successfully complete this program will have covered the equivalent of one quarter of introductory botany/plant biology with lab and topics in algebra-based physics with lab, and will be prepared for further introductory programs with significant science content such as Introduction to Environmental Studies, Introduction to Natural Science, and Matter and Motion. | Krishna Chowdary Lalita Calabria | Freshmen FR Sophomore SO | Spring | Spring | |||||
Neil Switz and Michael Paros
|
Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | Students in this lower-division physics/optics and upper-division biology program will gain exposure to how the sensory organs and systems for touch, taste, smell, hearing, and vision work on a basic scientific level. Students will learn the fundamental steps in sensory perception, starting with the transmission of a given physical phenomenon from the outside world to a molecular cell receptor and ending with neurophysiologic interpretation by the brain.The physics component of the program will focus primarily on the wave behavior and optics underlying the detection of sound and light. In the biology component, the somatosensory, olfactory, gustatory, auditory, and visual systems will be used as focused topics to study more general concepts in molecular cell biology and neuroscience.Weekly assignments will consist of textbook readings with assigned problem sets as well as primary scientific and review papers. Electrophysiology, cell signaling, synaptic function, neuroanatomy, psychophysics, and neural integration will be emphasized for each sensory system studied, with special emphasis on physics of the auditory and visual systems (wave propagation, interference, and ray optics). Laboratory sessions will reinforce the physics and biology concepts learned in lecture and provide students with opportunities to learn fundamental optical, cell, and molecular biology techniques.This program is appropriate for students interested in pursuing further work in biophysics, biological research, neurobiology, and the biomedical sciences. Students who successfully complete this program will attain upper-division credit in cell biology, molecular biology, and neuroscience, and lower-division credit in both introductory physics (equivalent to one quarter of algebra-based physics) and biophysics. | Neil Switz Michael Paros | Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
Paula Schofield, Richard Weiss, Andrew Brabban, Neil Switz, Brian Walter, Abir Biswas, Michael Paros, Dharshi Bopegedera, Rebecca Sunderman, EJ Zita, Donald Morisato, Clarissa Dirks, James Neitzel, Sheryl Shulman, Neal Nelson and Lydia McKinstry
Signature Required:
Fall Winter Spring
|
Program | SO–SRSophomore–Senior | V | V | Day | F 15 Fall | W 16Winter | S 16Spring | Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. Faculty offering undergraduate research opportunities are listed below. Contact them directly if you are interested. (geology, earth science) studies nutrient and toxic trace-metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires, and mercury cycling in ecosystems. Students could pursue these interests at the laboratory scale or through field-scale biogeochemistry studies, taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology, or chemistry can gain skills in soil, vegetation, and water collection and learn methods of sample preparation and analysis for major and trace elements. (biotechnology) studies the physiology and biochemistry of prokaryotes of industrial and agricultural importance. Students who commit at least a full year to a research project, enrolling for 4 to 16 credits each quarter, will learn a broad range of microbiology (both aerobic and anaerobic techniques), molecular (DNA analysis and cloning), and biochemical techniques (chemical and pathway analysis, protein isolation). Students will also have opportunities for internships at the USDA and elsewhere, and to present data at national and international conferences. (chemistry) would like to engage students in two projects: (1) There is concern that toxic metals are found in unsafe quantities in children’s toys and cosmetics. She would like to engage a student in the quantitative determination of these metals, using the AA and the ICP-MS. Students who are interested in learning to use these instruments and quantitative analysis techniques will find this project interesting. (2) Science and education. With Dharshi, students will work with local teachers to develop lab activities that enhance the science curriculum in local schools. Students with an interest in teaching science who have completed general chemistry with laboratory would be ideal for this project. (3) Dharshi is also interested in looking at chemicals present in e-cigarettes. A student interested in this project could work on the organic or inorganic chemicals. (biology) conducts research in many areas of microbiology and ecology. Her recent work in microbiology has focused on the biodiversity and distribution of tardigrades in different ecosystems. She also aims to better understand the evolutionary principles that underlie the emergence, spread, and containment of infectious disease by studying the co-evolution of retroviruses and their hosts. Lastly, she is conducting snail surveys in Washington state to better characterize the species in the state, something that hasn’t been done in many decades. Depending on the project, students will gain experience in molecular biology technique, microbiology, field ecology, genetics, bioinformatics, and tissue culture. (organic chemistry) is interested in organic synthesis research, including asymmetric synthesis methodology, chemical reaction dynamics, and small molecule synthesis. One specific study involves the design and synthesis of enzyme inhibitor molecules to be used as effective laboratory tools with which to study the mechanistic steps of programmed cell death (e.g., in cancer cells). Students with a background in organic chemistry and biology will gain experience with the laboratory techniques of organic synthesis,as well as the techniques of spectroscopy. (biology) is interested in the developmental biology of the embryo, a model system for analyzing how patterning occurs. Maternally encoded signaling pathways establish the anterior-posterior and dorsal-ventral axes. Individual student projects will use a combination of genetic, molecular biological, and biochemical approaches to investigate the spatial regulation of this complex process. (biochemistry) uses methods from organic and analytical chemistry to study biologically interesting molecules. A major focus of his current work is on fatty acids; in particular, finding spectroscopic and chromatographic methods to identify fatty acids in complex mixtures and to detect changes that occur in fats during processing or storage. This has relevance both for foods and in biodiesel production. The other major area of interest is in plant natural products, such as salicylates. Work is in process screening local plants for the presence of these molecules, which are important plant defense signals. Work is also supported in determining the nutritional value of indigenous plants. Students with a background and interest in organic or analytical biochemistry will contribute to this work. (computer science) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. His areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, and programming languages for concurrent and parallel computing. (physiology, microbiology, veterinary medicine) is interested in animal health, diseases that affect the animal agriculture industry, and basic ecology of bacteriophage in physiologic systems. Currently funded research includes the development of bacteriophage therapy for dairy cattle mastitis. A number of hands-on laboratory projects are available to students interested in pursuing careers in science, with a particular emphasis on microbiology. (organic, polymer, materials chemistry) is interested in the interdisciplinary fields of biodegradable plastics and biomedical polymers. Research in the field of biodegradable plastics is becoming increasingly important to replace current petroleum-derived materials and to reduce the environmental impact of plastic wastes. Modification of starch through copolymerization and use of bacterial polyesters show promise in this endeavor. Specific projects within biomedical polymers involve the synthesis of poly (lactic acid) copolymers that have potential for use in tissue engineering. Students with a background in chemistry and biology will gain experience in the synthesis and characterization of these novel polymer materials. Students will present their work at American Chemical Society (ACS) conferences. (computer science) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. Her areas of interest include advanced programming languages and compilers, programming language design, programming languages for concurrent and parallel computing, and logic programming. (inorganic/materials chemistry, physical chemistry) is interested in the synthesis and property characterization of new bismuth-containing materials. These compounds have been characterized as electronic conductors, attractive activators for luminescent materials, second harmonic generators, and oxidation catalysts for several organic compounds. Traditional solid-state synthesis methods will be utilized to prepare new complex bismuth oxides. Once synthesized, powder x-ray diffraction patterns will be obtained and material properties such as conductivity, melting point, biocidal tendency, coherent light production, and magnetic behavior will be examined when appropriate. (physics) develops optical instruments for use in biophysical and biomedical applications, including low-cost diagnostics. Projects in the lab are suitable for motivated students with quantitative backgrounds in physics, biology, chemistry, mathematics, or computer science. (mathematics) is interested in problems relating to graphs, combinatorial games, and especially, combinatorial games played on graphs. He would like to work with students who have a strong background in mathematics and/or computer science and are interested in applying their skills to open-ended problems relating to graphs and/or games. (computer science, mathematics) has several ongoing projects in computer vision, robotics, and security. There are some opportunities for students to develop cybersecurity games for teaching network security concepts and skills. In robotics, he is looking for students to develop laboratory exercises for several different mobile robotic platforms, including Scribbler, LEGO NXT and iRobot Create. This would also involve writing tools for image processing and computer vision using sequences of still images, videos treams and 2.5-D images from the Kinect. In addition, he is open to working with students who have their own ideas for projects in these and related areas, such as machine learning, artificial intelligence, and analysis of processor performance. (marine science) studies the developmental physiology and ecology of marine invertebrates. She is interested in the biochemistry of the seawater-organism interface, developmental nutritional biochemistry and metabolic depression, invasive species, carbonate chemistry (ocean acidification), and cultural relationships with foods from the sea. Students have the opportunity to collaboratively develop lines of inquiry for lab and/or field studies in ecology, developmental biology, physiology, marine carbonate chemistry and mariculture. (physics), who has expertise in energy physics, modeling, and organic farming, is researching sustainability and climate change. Many students have done fine projects on sustainable energy and food production in her academic programs. Zita is working with Judy Cushing and Scott Morgan to establish a new research program at Evergreen. She and Cushing will model land use impacts on climate change; she and Morgan will plan and facilitate sustainability projects on campus. More information on Zita's research is available at . | Paula Schofield Richard Weiss Andrew Brabban Neil Switz Brian Walter Abir Biswas Michael Paros Dharshi Bopegedera Rebecca Sunderman EJ Zita Donald Morisato Clarissa Dirks James Neitzel Sheryl Shulman Neal Nelson Lydia McKinstry | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||
David McAvity
Signature Required:
Fall Winter Spring
|
Research | SO–SRSophomore–Senior | V | V | Day | F 15 Fall | W 16Winter | S 16Spring | Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (mathematics) is interested in problems in mathematical biology associated with population and evolutionary dynamics. Students working with him will help create computer simulations using agent-based modeling and cellular automata and analyzing non-linear models for the evolution of cooperative behavior in strategic multiplayer evolutionary games. Students should have a strong mathematics or computer science background. | theoretical biology, computer science, mathematics. | David McAvity | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||
EJ Zita
Signature Required:
Fall Winter Spring
|
Research | SO–SRSophomore–Senior | V | V | Day | F 15 Fall | W 16Winter | S 16Spring | Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (physics), who has expertise in energy physics, modeling and organic farming, is researching sustainability and climate change. Many students have done fine projects on sustainable energy and food production in her academic programs. Zita is working with Judy Cushing and Scott Morgan to establish a new research program at Evergreen. With Cushing, they will model land use impacts on climate change; with Morgan, they will plan and facilitate sustainability projects on campus. More information on Zita's research is available at . | astronomy, physics, climate studies. | EJ Zita | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||
Neil Switz
Signature Required:
Fall Winter Spring
|
Research | SO–SRSophomore–Senior | 6 | 06 | Day | F 15 Fall | W 16Winter | S 16Spring | Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. Laboratory experience is especially important – and useful – for students planning to pursue graduate studies or enter the technical job market. (physics) develops optical instruments for use in biophysical and biomedical applications, including low-cost diagnostics. Projects in the lab are suitable for motivated students with quantitative backgrounds in physics, biology, chemistry, mathematics or computer science. | Neil Switz | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||
Richard Weiss
Signature Required:
Fall Winter Spring
|
Research | SO–SRSophomore–Senior | V | V | Day | F 15 Fall | W 16Winter | S 16Spring | Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (computer science, mathematics) has several ongoing projects in computer vision, robotics and security. There are some opportunities for students to develop cybersecurity games for teaching network security concepts and skills. In robotics, he is looking for students to develop laboratory exercises for several different mobile robotic platforms, including Scribbler, LEGO NXT and iRobot Create. This would also involve writing tools for image processing and computer vision using sequences of still images, video streams and 2.5-D images from the Kinect. In addition, he is open to working with students who have their own ideas for projects in these and related areas, such as machine learning, artificial intelligence and analysis of processor performance. | Richard Weiss | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring |